Emerging Technology and Online Learning Trends Professor Mike Keppell

Pro Vice-Chancellor, Learning Transformations

11 September 2015

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Overview• What is the context?• Learning transformations• Deconstructing blended

learning • Places and spaces of

blended learning• Design opportunities• Distributive leadership• Changing mindsets

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What is the Context?

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2015 Technology Outlook: Trends

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2015 Technology Outlook: Challenges

Rethinking the Roles of Educators

Blended & Online

Learning Analytics

Personalised Learning

Scholarship of Teaching and

Learning

Open EducationOERsDigital

literacies

Authentic Assessment

SpacesMobile

Learning Transformations

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MissionOur mission is to transform practice across the faculties and PAVE by inspiring, enabling and empowering teaching staff to develop capacity and capability in innovative teaching and learning.

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ActivitiesWe work collaboratively with learning and teaching staff through a range of activities to achieve this mission:

Learning design workshopsBlended and online learningAuthentic assessmentSeminars, events, and showcasing emerging

technologies in the Digital AquariumGraduate Certificate of Learning and TeachingScholarship of Teaching and LearningTransforming Learning ConferencePromoting personalised learning through ePortfolios

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Deconstructing Blended Learning

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•The blurring of face-to-face learning and teaching and online learning is a significant shift for both learners and staff of universities.

•This disintegration of the distinction and the growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education.

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Blended Learning

•Flexible learning provides opportunities to improve the student learning experience through flexibility in time, pace, place, mode of study, teaching approach, forms of assessment and staffing.

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Flexible Learning

•Blended and flexible learning is a design approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement.(Keppell, 2010, p. 3; Garrison & Vaughan, 2008).

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Blended and Flexible Learning

Places and Spaces of Blended learning

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Formal On-campus

InformalOn-campus

InformalOff-campusBlended

Learning

Face-to-Face Campus

Formal On-campus

InformalOn-campus

Formal/InformalOff-campus

Blended Learning

Face-to-Face Campus

Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

Virtual Learning Spaces

Design Opportunities

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•Enabling blendsAddress issues of access and equity.

•Enhancing blendsIncremental changes to the pedagogy.

•Transforming blendsTransformation of the pedagogy.

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Learning Designs

Activity-level blending

Unit-level blending

Course-level blending

Institutional-level blending

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Forms of Blending

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Interactive learning (learner-to-content)

Networked learning (learner-to-learner; learner-to-teacher)

Student-generated content (learner-as-designers).

Connected students (knowledge is in the network)

Learning-oriented assessment (assessment-as-learning) (Keppell, 2014).

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Interactions

Distributive Leadership

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• http://www.slideshare.net/mkeppell/csu-report-jov3hrtd05082013

• http://learningleadershipstudy.wordpress.com

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Distributive Leadership•Characteristics: collaboration, shared purpose, responsibility and recognition of leadership irrespective of role within an organisation.

•Central premise: good leadership is foundational to good learning and teaching practice.

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Changing Mindsets

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Design thinking by its nature is strategic and future focussed.

It is a thoughtful and considered pedagogical approach to ensure relevance for both learners and teachers.

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Teacher MindsetsInteractive learning (learner-to-content)

Networked learning (learner-to-learner; learner-to-teacher)

Student-generated content (learner-as-designers).

Connected students (knowledge is in the network)

Learning-oriented assessment (assessment-as-learning) (Keppell, 2014).

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Learner MindsetsDigital literacies (competencies, fluency, design)

Seamless learning (formal, informal, F2F, blended, online, mobile)

Self-regulated learning (scaffolded, strategic, autonomous)

Learning-oriented assessment (authentic, negotiated, self-assessment)

Life-long learning (short-term, future-focussed, being a learner)

Learning pathways (prescribed, electives, open) (Keppell, 2015)

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Institutional Mindsets•Encouraging teacher and learner mindsets

•Embracing blended learning throughout all learning and teaching and assessment

•Utilising distributive leadership to create strategic change

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ReferencesCarless, D. (2014). Exploring learning-oriented assessment processes. Higher Education. DOI

10.1007/s10734-014-9816-z.

Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium.http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf.

Keppell, M., & Riddle, M. (2013). Principles for design and evaluation of learning spaces. In R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 20-32). New York, NY: Routledge.

Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.

Keppell, M. & Carless, D. (2006). Learning-oriented assessment: A technology-based case study. Assessment in Education, 13(2), 153-165.

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ReferencesKeppell, M., Souter, K. & Riddle, M. (Eds.). (2012). Physical and virtual learning spaces in higher

education: Concepts for the modern learning environment. IGI Global, Hershey: New York. ISBN13: 9781609601140.

Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtual learning spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & Matthew Riddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Information Science Publishing, Hershey.

Keppell, M.J. (2014). Personalised learning strategies for higher education. In Kym Fraser (Ed.) The Future of Learning and Teaching in Next Generation Learning Spaces. International Perspectives on Higher Education Research, Volume 12, 3-21. Copyright 2014 by Emerald Group Publishing Limited.

Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.

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ReferencesSharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., &

Gaved,M. (2013). Innovating pedagogy 2013: Open University Innovation Report Milton Keynes: The Open University.

Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Whitelock, D. (2012). Innovating pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University.

Siemens, G. (2006). Knowing knowledge. Creative commons. Retrieved from http://www.elearn space.org/KnowingKnowledge_LowRes.pdf

Souter, K., Riddle, M., Sellers, W., & Keppell, M. (2011). Final report: Spaces for knowledge generation. The Australian Learning and Teaching Council (ALTC). Retrieved from http://documents.skgproject.com/skg-final-report.pdf

Wheeler, S. (2010). Digital literacies. Retrieved from http://steve-wheeler.blogspot.com.au/2010/11/what-digital-literacies.html?q=digital+literacies

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